E-learning

E-learning refers to the use of various kinds of electronic media and information and communication technologies (ICT) in education. E-learning is an inclusive terminology for all forms of educational technology that electronically or technologically support learning and teaching, and depending on an emphasis on a particular aspect or component or delivery method may be termed technology-enhanced learning (TEL), computer-based training (CBT), internet-based training (IBT), web-based training (WBT), online education, virtual education, or digital educational collaboration.

E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.^[1]

E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used.

It is commonly thought that new technologies make a big difference in education.^[2] Many proponents of e-learning believe that everyone must be equipped with basic knowledge of technology, as well as use it as a medium to reach a particular goal.

Background

Bernard Luskin advocates that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic." This broad interpretation focuses on new applications and developments, and also brings learning and media psychology into consideration.^[3]

The worldwide e-learning industry was estimated to be over $48 billion in 2000 according to conservative estimates.^[4] Developments in internet and multimedia technologies are the basic enabler of e-learning, with consulting, content, technologies, services and support being identified as the five key sectors of the e-learning industry.^[5] Information and communication technologies (ICT) are used extensively by young people.^[6]

Overview

E-learning as a domain of intellectual pursuit and technical development can be categorized into discrete areas. The focus may be on: 1) e-learning as an educational approach or tool that supports traditional subjects; 2) e-learning as a communication medium for knowledge development and exchange; 3) e-learning itself as an educational subject (i.e., computer studies) where courses are most often named as Information and Communication Technology (ICT); 4) e-learning administrative tools such as education management information systems (EMIS).

Approaches

E-learning has evolved since technology was first used in education. There is a trend to move towards blended learning services, where computer-based activities are integrated with hands-on, face-to-face, or classroom-based situations.

Bates and Poole (2003)^[7] and the OECD (2005)^[8] suggest that different types or forms of e-learning can be considered as a continuum, from no e-learning, i.e. no use of computers and/or the Internet for teaching and learning, through classroom aids, such as making classroom lecture Powerpoint slides available to students through a course web site or learning management system, to laptop programs, where students are required to bring laptops to class and use them as part of a face-to-face class, to hybrid learning, where classroom time is reduced but not eliminated, with more time devoted to online learning, through to fully online learning, which is a form of distance education. This classification is somewhat similar to that of the Sloan Commission reports on the status of e-learning,^{[citation needed]} which refer to web enhanced, web supplemented and web dependent to reflect increasing intensity of technology use. In the Bates and Poole continuum, 'blended learning' can cover classroom aids, laptops and hybrid learning, while 'distributed learning' can incorporate either hybrid or fully online learning.

It can be seen then that e-learning includes a wide range of applications and it is often by no means clear, even in peer reviewed research publications, which form of e-learning is being discussed. However, Bates and Poole argue that when instructors say they are using e-learning, this most often refers to the use of technology as classroom aids, although over time, there has been a gradual increase in fully online learning (see Market above).

Two popular tools for E-learning are Blackboard Inc. and Moodle:

Blackboard Inc. has over 20 million users daily. Offering six different platforms: Blackboard Learn, Blackboard Collaborate, Blackboard Mobile, Blackboard Connect, Blackboard Transact, and Blackboard Analytics; Blackboard's tools allow educators to decide whether their program will be blended or fully online, asynchronous or synchronous. Blackboard can be used for K-12 education, Higher Education, Business, and Government collaboration.^[9]

Moodle is an Open Source Course Management System. It is free to download and provides blended learning opportunities as well as platforms for distance learning courses. The Moodle website has many tutorials for creating a program or becoming a Moodle student.^[10]

ICT expenditures in education have differed within and between countries. Finland, Norway, Belgium and Korea appear to make best use of educational ICT.^[11]

Linear learning

Computer-based learning or training (CBT) refers to self-paced learning activities delivered on a computer or handheld device. CBT often delivers content via CD-ROM, and typically presents content in a linear fashion, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT), the primary difference being that WBTs are delivered via Internet using a web browser.

Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple choice questions, drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.

CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. For example, CBTs offer user-friendly solutions for satisfying continuing education requirements. Instead of limiting students to attending courses or reading printed manuals, students are able to acquire knowledge and skills through methods that are much more conducive to individual learning preferences.^{[citation needed]} For example, CBTs offer visual learning benefits through animation or video, not typically offered by any other means.^{[citation needed]}

CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can easily be embedded to enhance the learning.

However, CBTs pose some learning challenges. Typically the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often more complex than a subject matter expert or teacher is able to use. In addition, the lack of human interaction can limit both the type of content that can be presented as well as the type of assessment that can be performed. Many learning organizations are beginning to use smaller CBT/WBT activities as part of a broader online learning program which may include online discussion or other interactive elements.

Collaborative learning

Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks. CSCL is similar in concept to the terminology, "e-learning 2.0".

Collaborative learning is distinguished from the traditional approach in which the instructor is the principal source of knowledge and skills. For example, the neologism "e-learning 1.0" refers to the direct transfer method in computer-based learning and training systems (CBL). In contrast to the linear delivery of content, often directly from the instructor's material, CSCL uses blogs, wikis, and cloud-based document portals (such as Google Docs and Dropbox). With technological Web 2.0 advances, sharing information between multiple people in a network has become much easier and use has increased.^[12]:1 One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors."^[12]:2

Using Web 2.0 social tools in the classroom allows for students and teachers to work collaboratively, discuss ideas, and promote information. According to Sendall (2008),^[13] blogs, wikis, and social networking skills are found to be significantly useful in the classroom. After initial instruction on using the tools, students also reported an increase in knowledge and comfort level for using Web 2.0 tools. The collaborative tools additionally prepare students with technology skills necessary in today's workforce.

Locus of control remains an important consideration in successful engagement of e-learners. According to the work of Cassandra B. Whyte, the continuing attention to aspects of motivation and success in regard to e-learning should be kept in context and concert with other educational efforts. Information about motivational tendencies can help educators, psychologists, and technologists develop insights to help students perform better academically.^[14]

Classroom 2.0

Classroom 2.0 refers to using an online multi-user virtual environment (MUVE) to connect schools across geographical frontiers. Known as "eTwinning", computer-supported collaborative learning (CSCL) and the Internet allow learners in one school to communicate with learners in another that they would not get to know otherwise, enhancing educational outcomes and cultural integration.^[15] Classroom 2.0 has been used in Wales, England,^[16] Spain^[17] and Italy.^[18]

E-learning 2.0

E-learning 2.0 is a type of computer-supported collaborative learning (CSCL) system that developed with the emergence of Web 2.0.^[19][20][21] From an e-learning 2.0 perspective, conventional e-learning systems were based on instructional packets, which were delivered to students using assignments. Assignments were evaluated by the teacher. In contrast, the new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life.^[22] This phenomenon has also been referred to as Long Tail Learning^[23] See also (Seely Brown & Adler 2008)^[24]

E-learning 2.0, in contrast to e-learning systems not based on CSCL, assumes that knowledge (as meaning and understanding) is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Advocates of social learning claim that one of the best ways to learn something is to teach it to others.^[24]

In addition to virtual classroom environments, social networks have become an important part of E-learning 2.0. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education.^[25] Mobile Assisted Language Learning (MALL) is the use of handheld computers or cell phones to assist in language learning. Some feel, however, that schools have not caught up with the social networking trends. Few traditional educators promote social networking unless they are communicating with their own colleagues.^[26]

Technology

There are many types of technologies used in the education system. Most eLearning situations now use combinations of these techniques, including blogs, collaborative software, ePortfolios, and virtual classrooms.

Audio

• The radio has been around for a long time and has been used in educational classrooms. Recent technologies have allowed classroom teachers to stream audio over the internet. There are also webcasts and podcasts available over the internet for students and teachers to download. For example, iTunes has various podcasts available on a variety of subjects that can be downloaded for free.

Video

• Videos may allow teachers to reach students who are visual learners and tend to learn best by seeing the material rather than hearing or reading about it. Teachers can access video clips through the internet instead of relying on DVDs or VHS tapes. Websites like YouTube are used by many teachers. Teachers can use messaging programs such as Skype, or webcams, to interact with guest speakers and other experts. Interactive video games are being integrated in the curriculum at both K-12 and higher education institutions.

Computers, laptops and tablets

• Having a computer or laptop in the classroom allows students and teachers access to websites and other programs, for example, Microsoft Word, PowerPoint, PDF files, and images.

Blogging

• Blogs allow students and teachers to post their thoughts, ideas, and comments on a website. Blogging allows students and instructors to share their thoughts and comments on the thoughts of others which could create an interactive learning environment.^[27]

Mobile devices

• Mobile devices such as smartphones operate similarly to personal computers.

Learning Management Systems

• Learning management systems, for example, BlackBoard or Moodle, are internet based applications that institutions used to reach their students. It allows educators to create and deliver course material using the internet. Educators can post announcements, grade assignments, check on course activity, and participate in class discussions. Students can submit their work, read and respond to discussion questions, and take quizzes.^[27]

Whiteboards

• Interactive whiteboards ("smartboards") allow teachers and students to write on the touch screen, so learning becomes interactive and engaging.

Educational technology

Along with the terms learning technology, instructional technology, the term Educational Technology is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common. E-learning, however, also has implications beyond just the technology and refers to the actual learning that takes place using these systems.

In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchase, student governments and student newspapers.

E-learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.

The recent trend in the E-learning sector is screencasting. There are many screencasting tools available but the latest buzz is all about the web-based screencasting tools that allow users to create screencasts directly from their browser and make the video available online so that the viewers can stream the video directly. The advantage of such tools is that it gives the presenter the ability to show his ideas and flow of thoughts rather than simply explain them, which may be more confusing when delivered via simple text instructions. With the combination of video and audio, the expert can mimic the one-on-one experience of the classroom and deliver clear, complete instructions. From the learner's point of view this provides the ability to pause and rewind and gives the learner the advantage of moving at their own pace, something a classroom cannot always offer.

Research on the use of video in lessons is preliminary, but early results show an increased retention and better results when video is used in a lesson. Creating a systematic video development method holds promise for creating video models that positively impact student learning.^[28]

Communication technologies

Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participants involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time. Asynchronous learning also gives students the ability to work at their own pace. This is particularly beneficial for students who have health problems or have child care responsibilities and regularly leaving the home to attend lectures is difficult. They have the opportunity to complete their work in a low stress environment and within a more flexible timeframe.^[29]

Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face-to-face discussion is an example of synchronous communications. In an "E" learning environment, an example of synchronous communications would be a Skype conversation or a chat room where everyone is online and working collaboratively at the same time. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting.

Virtual classrooms and meetings can often use a mix of communication technologies. One example of web conferencing software that enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting, is Adobe Connect, which is sometimes used for meetings and presentations.^[30] Participants in a virtual classroom can also use icons called emoticons to communicate feelings and responses to questions or statements. Students are able to 'write on the board' and even share their desktop, when given rights by the teacher. Other communication technologies available in a virtual classroom include text notes, microphone rights, and breakout sessions. Breakout sessions allow the participants to work collaboratively in a small group setting to accomplish a task as well as allow the teacher to have private conversations with his or her students.

The virtual classroom also provides the opportunity for students to receive direct instruction from a qualified teacher in an interactive environment. Students have direct and immediate access to their instructor for instant feedback and direction. The virtual classroom also provides a structured schedule of classes, which can be helpful for students who may find the freedom of asynchronous learning to be overwhelming. The virtual classroom also provides a social learning environment that replicates the traditional "brick and mortar" classroom. Most virtual classroom applications provide a recording feature. Each class is recorded and stored on a server, which allows for instant playback of any class over the course of the school year. This can be extremely useful for students to review material and concepts for an upcoming exam. This also provides students with the opportunity to watch any class that they may have missed, so that they do not fall behind. It also gives parents the ability to monitor any classroom to ensure that they are satisfied with the education their child is receiving.

In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture a second time, or think about a question for awhile, they may do so without fearing that they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class with younger students. Students also have access to an incredible variety of enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their class.

In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings.

Administrative tools

Learning management system

A learning management system (LMS) is software used for delivering, tracking and managing training/education. LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. The creation and maintenance of comprehensive learning content requires substantial initial and ongoing investments of human labor. Effective translation into other languages and cultural contexts requires even more investment by knowledgeable personnel.^[31]

An LMS allows for teachers and administrators to track attendance, time on task, and student progress. LMS also allows for not only teachers and administrators to track these variables but parents and students as well. Parents can log on to the LMS to track grades. Students log on to the LMS to submit homework and to access the course syllabus and lessons.

Learning content management system

A learning content management system (LCMS) is software for author content (courses, reusable content objects). An LCMS may be solely dedicated to producing and publishing content that is hosted on an LMS, or it can host the content itself. The Aviation Industry Computer-Based Training Committee (AICC) specification provides support for content that is hosted separately from the LMS.

A recent trend in LCMSs is to address this issue through crowd-sourcing (cf.SlideWiki^[32]).

Computer-aided assessment

Computer-aided assessment (also but less commonly referred to as e-assessment), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned.

The best examples follow a formative Assessment structure and are called "Online Formative Assessment". This involves making an initial formative assessment by sifting out the incorrect answers. The author/teacher will then explain what the pupil should have done with each question. It will then give the pupil at least one practice at each slight variation of sifted out questions. This is the formative learning stage. The next stage is to make a summative assessment by a new set of questions only covering the topics previously taught.

Learning design is the type of activity enabled by software that supports sequences of activities that can be both adaptive and collaborative. The IMS Learning Design specification is intended as a standard format for learning designs, and IMS LD Level A is supported in LAMS V2.elearning has been replacing the traditional settings due to its cost effectiveness.

Electronic performance support systems (EPSS)

Electronic performance support systems (EPSS) is a "computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences". 1991, Barry Raybould

Content

Content is a core component of e-learning and includes issues such as pedagogy and learning object re-use.

Pedagogical elements

Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered. These units are independent of format, meaning that although the unit may may delivered in various ways, the pedagogical structures themselves are not the textbook, web page, video conference, Podcast, lesson, assignment, multiple choice question, quiz, discussion group or a case study, all of which are possible methods of delivery.

Pedagogical approaches

It is possible to use various pedagogical approaches or perspectives for e-learning which include:

• social-constructivist – this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project^[33]

• Laurillard's Conversational Model^[34] is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.^[35]

• Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.^[36]

• Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.^[37]

• Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.^[38]

• Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.^[39]

• Mode Neutral Convergence or promotion of ‘transmodal’ learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence.^[40]

Learning objects

Much effort has been put into the technical reuse of electronically based teaching materials and in particular creating or re-using learning objects. These are self-contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository.

A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Framework) or categorizing metadata (LOM).

These standards themselves are early in the maturity process with the oldest being 8 years old. They are also relatively vertical specific: SIF is primarily pK-12, LOM is primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with some Higher Ed. PESC- the Post-Secondary Education Standards Council- is also making headway in developing standards and learning objects for the Higher Ed space, while SIF is beginning to seriously turn towards Instructional and Curriculum learning objects.

In the US pK12 space there are a host of content standards that are critical as well- the NCES data standards are a prime example. Each state government's content standards and achievement benchmarks are critical metadata for linking e-learning objects in that space.

An excellent example of e-learning that relates to knowledge management and reusability is Navy E-Learning, which is available to Active Duty, Retired, or Disable Military members. This on-line tool provides certificate courses to enrich the user in various subjects related to military training and civilian skill sets. The e-learning system not only provides learning objectives, but also evaluates the progress of the student and credit can be earned toward higher learning institutions. The Internet allows for learning to be directed at one’s current objectives.^[41] This reuse is an excellent example of knowledge retention and the cyclical process of knowledge transfer and use of data and records.

Application

Preschool

Electronic media are a feature of pre-school life.^[42] Although parents report a positive experience, the impact of such use has not been systematically assessed.^[42]

The age when a given child might start using a particular technology such as a cellphone or computer might depend on matching a technological resource to the recipient's developmental capabilities, such as the age-anticipated stages labeled by Swiss psychologist, Jean Piaget.^[43] Parameters, such as age-appropriateness, coherence with sought-after values, and concurrent entertainment and educational aspects, have been suggested for chosing media.^[44]

K–12

E-learning is utilized by public K–12 schools in the United States as well as private schools. Some e-learning environments take place in a traditional classroom, others allow students to attend classes from home or other locations. There are several states that are utilizing cyber and virtual school platforms for e-learning across the country that continue to increase. Virtual school enables students to log intosynchronous learning or asynchronous learning courses anywhere there is an internet connection. Technology kits are usually provided that include computers, printers, and reimbursement for home internet use. Students are to use technology for school use only and must meet weekly work submission requirements. Teachers employed by K–12 online public cyber schools must be certified teachers in the state they are teaching in. Cyber schools allow for students to maintain their own pacing and progress, course selection, and provide the flexibility for students to create their own schedule.^{[citation needed]}

E-learning is increasingly being utilized by students who may not want to go to traditional brick and mortar schools due to severe allergies or other medical issues, fear of school violence and school bullying and students whose parents would like to homeschool but do not feel qualified.^[45] Cyber schools create a safe haven for students to receive a quality education while almost completely avoiding these common problems. Cyber charter schools also often are not limited by location, income level or class size in the way brick and mortar charter schools are.^[46]

National private schools are also available online. These provide the benefits of e-learning to students in states where charter cyber schools are not available. They also may allow students greater flexibility and exemption from state testing.

Higher education

In the United States, e-learning has become a predominant form of post-secondary education. Enrollments for fully online learning increased by an average of 12–14 percent annually between 2004–2009, compared with an average of approximately 2 per cent increase per year in enrollments overall.^[47][48] In 2006, 3.5 million students participated in on-line learning at higher education institutions in the United States.^[49] Almost a quarter of all students in post-secondary education were taking fully online courses in 2008.^[47] In 2009, 44 percent of post-secondary students in the USA were taking some or all of their courses online, this figure is projected to rise to 81 percent by 2014.^[50] During the fall 2011 term, 6.7 million students enrolled in at least one online course.^[51] Over two-thirds of chief academic officers believe that online learning is critical for their institution.^[52] The Sloan report, based on a poll of academic leaders, indicated that students are as satisfied with on-line classes as with traditional ones.

Although a large proportion of for-profit higher education institutions now offer online classes, only about half of private, non-profit schools do so. Private institutions may become more involved with on-line presentations as the costs decrease. Properly trained staff must also be hired to work with students on-line. These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities.^[53]

Massively open online courses (MOOCs) have significantly expanded: MIT, Stanford and Princeton University offer classes to a global audience, but not for college credit.^[54]

Corporate and professional

E-learning has now been adopted and used by various companies to inform and educate both their employees and customers. Companies with large and spread out distribution chains use it to educate their sales staff as to the latest product developments without the need of organizing physical onsite courses. Compliance has also been a big field of growth with banks using it to keep their staff's CPD levels up.

History

In the early 1960s, Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach math and reading to young children in elementary schools in East Palo Alto, California. Stanford's Education Program for Gifted Youth is descended from those early experiments. In 1963, Bernard Luskin installed the first computer in a community college for instruction, working with Stanford and others, developed computer assisted instruction. Luskin completed his landmark UCLA dissertation working with the Rand Corporation in analyzing obstacles to computer assisted instruction in 1970.

Early e-learning systems, based on Computer-Based Learning/Training often attempted to replicate autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on Computer Supported Collaborative Learning (CSCL), which encouraged the shared development of knowledge.

In 1993, Graziadei described an online computer-delivered lecture, tutorial and assessment project using electronic mail. By 1994, the first online high school had been founded. In 1997, Graziadei decribed criteria for evaluating products and developing technology-based courses include being portable, replicable, scalable, and affordable, and having a high probability of long-term cost-effectiveness.^[55]

Computer-based learning made up many early e-learning courses such as those developed by Murray Turoff and Starr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of Technology,^[56] and the ones developed at the University of Guelph in Canada.^[57]

Cassandra B. Whyte researched about the ever increasing role that computers would play in higher education. This evolution, to include computer-supported collaborative learning, in addition to data management, has been realized. The type of computers has changed over the years from cumbersome, slow devices taking up much space in the classroom, home, and office to laptops and handheld devices that are more portable in form and size and this minimalization of technology devices will continue.^[58]

The Open University in Britain^[57] and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed) began a revolution of using the Internet to deliver learning,^[59] making heavy use of web-based training and online distance learning and online discussion between students.^[29] Practitioners such as Harasim (1995)^[60] put heavy emphasis on the use of learning networks.

See also

References

Further reading

• Lipsitz, Lawrence, (Editor); Reisner, Trudi, The Computer and Education, Englewood Cliffs, NJ : Educational Technology Publications, January 1973. Articles selected from Educational Technology magazine.
• Preston, Rob (May 16, 2011). "Down To Business: Higher Education Is Ripe For Technology Disruption". InformationWeek (UMB): 60. http://www.informationweek.com/news/g lobal-cio/careers/229500624. Retrieved 2011-05-31.
• Wolfe, C., & Wolfe, C. R. (2001). Learning and teaching on the World Wide Web. San Diego, Calif.  London: Academic.
• Delanty G. (2001), Challenging Knowledge, Open University Press, London.
• King R. (2004), The University in the Global Age, Palgrave Macmillan, London.

External links

• European Foundation for Quality in eLearning (EFQUEL)
• CHIN Roundtable: E-learning in Museums - Outline and Final Report
• International eLearning Exhibition and Conference eLearnExpo held in Moscow, Russian Federation
• National Repository of Online Courses (NROC)
• BRAC Support to Secondary Formal Schooling: Computer Aided Learning (CAL) Programme